2. Teaching and learning mathematic has faced
many challenges either in delivery methods
or student’s participants (Saipunidzam, et al.
2010).
The teachers have problem to attract student
to study and achieve the mathematic subject
because they also don't have any attractive
materials that can be used for teaching
(Mohd Yusof, 2004).

3. The students don’t have many options for
their reference except the exercise books and
text books because the existing software is
not interactive enough and hard for student
to utilize them (Mohd Yusof, 2004).
Malaysian Examination Board has reported
that more than 35% of primary student have
failed mathematical subject and thus the
quality of learning system in this country
has been dropped off (Mohd Yusof, 2004).

4. This project will focus in this objective:
1. To design mathematics application by
integrating cognitive theory.
2. To develop and install mathematics
fraction game in mobile phone.
3. To test the usability of the game
application while being used by the
students.

5. Focused on game development.
This game will be built in a multi touchscreen
phone that using android operating system.
Only focused on mathematical subject
especially on fraction which focused more on
simplify fraction.
Integrating the cognitive learning theory in
the application design.
This game is suitable for the primary student
in standard 4, 5 and 6.

6. Students can balance their current
mathematical training through independent
and practices their learning everyday (Laine,
2011).
E-learning systems have multimedia element
to attract the student’s attention and to make
the learning process more fun (Siti Hafizah &
Yii, 2011).
It could remove the student’s barrier in
Information Technology (IT) (Saipunidzam, et
al. 2010).

7. Motion Math: Perceiving fractions through
embodied, mobile learning by Adauto &
Klein, (2010)

8. An Intelligent Fractions Learning System:
Conceptual Design by Teemu, Smith, &
Thako, (2010)

9. Objective Phase Method Outcomes
To design
mathematics
game application
based on
cognitive theory.
 Knowledge
Acquisition
1.Information gathering o Problem statement
o Objective
o Scope
o Significant
o Literature review
2.Identify parameters o List of parameters
3.Identify and compare
the best pedagogy in
learning mathematics
o Cognitive learning
theory.

10. Objective Phase Method Outcomes
To develop and
installed
mathematics
fraction game
in mobile
phone.
 System Design 1.Conceptual model o FunThinkers:
Simplify-Fraction
Model
2.Designing storyboard
and interface for each
pages.
o Site Map
o Storyboard
3. Data Collection o Pictures, sounds,
questions.
 System
Development
4. Choose preferred
hardware and software.
o Hardware and
software.

11. Objective Phase Method Outcomes
To test the
usability of the
game
application
while being
used by the
students.
 System Testing 1. Run the system o System
functioning
2. Conducting a
survey among
student in standard
4, 5 and 6
o Analysis result
 System
Documentation
3. Writing complete
report, slide
presentation and
poster
o Final report,
slide and
poster

14. Welcome Page
Menu
Play
game?
Game
Choose
Level?
Easy Medium Difficult
Time < 100
seconds?
Message: You Fail,
Time Up
No
Yes
No
Yes
No
Yes
Message: Good Job,
You Won

15. Menu
Page
Welcome
Page
Instruction
Page
Game
Page
Easy
Level
Medium
Level
Difficult
Level

16. 0
2
4
6
8
10
12
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
No.of
Students
Questions
Yes
No
 Survey’s Questions
 Result

17.  According to the survey that been identified, using
game on multi touch screen able to attract their
interest in learning process.
 Most of the students nowadays are exposed to the new
technology and already have knowledge on how to
operate the devices.
 Student’s standard four, five and six are more interest
in playing visual game because it is more fun and
enjoyable beside able to learn fraction.
 This game can be an application that able to help them
in learning process as supporting tools after learn
topic fraction from school they can practice by using
this game at home.

18. 1. Adauto, G., & Klein, J. (2010). Motion Math: Perceiving fractions through
embodied, mobile learning. Standford: Stanford School of Education.
2. Laine, T. H. (2011, November 2). Contextual Mathematics Through Pervasive
MLearning Technologies for Developing Countries. p. 1.
3. Mohd Yusof, Z. (2004). E-Learning Mathematics Subject For UPSR.
Malaysia: Kolej Universiti Teknikal Kebangsaan Malaysia.
4. Saipunidzam, M., Mohammad Noor, I., Mohamad Izzriq, A. M., & Syakirah,
M. T. (2008). Open Source Implementation of M-Learning for Open Source
Implementation of M-Learning for. International Journal of Social Sciences ,
5.
5. Siti Hafizah, A. H., & Yii, H. L. (2011). AuTec: A Mathematics E-Learning
System Focusing on Notes Modules. Malaysia: IADIS.
6. Teemu, H. L., Smith, A. C., & Thako, F. (2010). An Intelligent Fractions
Learning System: Conceptual Design. TEDC Proceeding (pp. 1-6).
Technology for Innovation and Education in Developing Countries.